We Know Very Little

Abstract

In this article, the authors examine the literature on accreditation in postsecondary education in the United States and, in particular, on accreditation as it influences historically Black colleges and universities (HBCUs). First, the authors discuss some of the challenges of preparing a literature review on this topic. Second, they explain what accreditation entails in the United States, including a description of accrediting agencies and the accreditation review process. Third, they review both the academic and the more general literature on accreditation in general. Fourth, they review both the academic and the general literature on accreditation as it shapes HBCUs. Finally, they discuss lessons learned from the literature, including both gaps and areas for improvement.

Examining online education at tribal community colleges

“…Minority serving institutions (MSIs) are a group of postsecondary institutions dedicated to serving students of color in higher education. Relative to predominantly white institutions (PWIs), MSIs are simultaneously underfunded (e.g., Harris, 2021) and overly scrutinized by policymakers and accreditors (e.g., Fester et al., 2012). For instance, although accrediting bodies are meant to honor the specific mission of each institution they review, they disproportionately sanction MSIs (Burnett, 2020; Donahoo & Lee, 2008).…”

Clustering By Academic Major at Historically Black Colleges and Universities (HBCUs)

“…Accreditation, shifting in college attendance patterns of black students, and discourse challenging the benefits and relevance of HBCUs are issues that these institutions face today (Allen, et al, 2007;Brown II, 2013;Charlton, 2011;Fester, Gasman, Nguyen, 2012).…”